Look beyond activity. Look at what changes for teachers and pupils.
The strongest evidence for a maths approach is not how attractive the resources look. It is whether teachers understand the mathematics more clearly, pupils can explain and apply their learning and schools can sustain the approach over time.
A teacher or maths lead reviewing pupil work, assessment responses or anonymised diagnostic results.
- Dimensions:
- 16:9 landscape, 2400px wide minimum
- Upload as:
- ltd-uk-impact-hero-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
What LTD measures
LTD encourages schools to look at more than a single attainment score. Useful evidence includes pupil growth, the strategies pupils choose, the representations they can use, the misconceptions that reduce over time and the confidence teachers show when planning and teaching.
Pupil understanding: Can pupils represent the idea, explain their reasoning and apply it when the question changes?
Pupil growth: What progress is visible from diagnostic or pre-assessment to post-assessment?
Teacher confidence: Do teachers feel clearer about the concept, the teaching sequence and the representations they are using?
Whole-school consistency: Are year groups using shared language and models while still responding to their pupils?
Implementation: Is the approach being used as intended, supported by planning, professional learning and review?
An evidence-based chart showing real growth data. Include sample size, time period, context and what was measured.
- Dimensions:
- 16:9 landscape, 1600px wide minimum
- Upload as:
- ltd-uk-impact-growth-chart-01.webp
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
A chart showing teacher confidence or knowledge before and after professional learning. Only use real data.
- Dimensions:
- 16:9 landscape, 1600px wide minimum
- Upload as:
- ltd-uk-impact-teacher-confidence-01.webp
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Assessment that informs teaching
Diagnostic and concept check-ups help teachers identify the idea behind an error. The information can then be connected with a relevant lesson sequence, intervention sprint or short period of focused teaching.
Growth data is particularly valuable because it shows what changed after teaching. It also creates a stronger basis for professional conversations than a list of scores on its own.
Two anonymised examples showing changes in a pupil's representation, strategy or explanation over time.
- Dimensions:
- Two A4 portrait previews, 1200px wide minimum each
- Upload as:
- ltd-uk-impact-before-after-01.webp
Production note: Warning: anonymise pupil work; remove names and identifiers.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Current evidence base
Learning Through Doing has been used in Australian primary schools and a range of school contexts. The UK website can initially share selected Australian case studies, provided the location and context are stated clearly.
UK evidence should be added as pilot schools complete implementation and agree to share feedback or data. The page should separate teacher testimony, school implementation evidence and measured pupil outcomes rather than presenting them as the same thing.
Recommended case-study structure
- School context and starting point
- The challenge the school wanted to address
- How LTD was introduced
- Professional learning and leadership support
- What teachers changed in their practice
- What pupils did differently
- Assessment or growth evidence
- Lessons learned and next steps
A short video showing the school context, initial challenge, how LTD was introduced and the changes observed.
- Dimensions:
- 16:9 landscape, 1920px wide minimum
- Duration:
- 60 to 120 seconds
- Upload as:
- ltd-uk-impact-case-study-01.mp4
- Poster image:
- ltd-uk-impact-case-study-poster-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
A responsible approach to claims
No teaching approach can guarantee a result in every classroom. Outcomes depend on implementation, teacher knowledge, leadership, time, pupil need and the quality of ongoing review.
LTD should make specific claims only where the evidence is available and the context is explained. This builds more trust than broad promises about transformation.
Invite schools to see the evidence in context
A school tour can show leaders the lesson structure, planning documents, assessment tools and implementation support together. This makes it easier to judge whether LTD addresses the school’s priorities.
Ready to bring Learning Through Doing into your classroom?
Start your free trial today or book a school tour with our UK team.